Regular School Board meeting - July 14th 2025

001To the flag of the United States of America and to the stands, one nation under God, indivisible, with liberty and justice for all. Um, as required by Montana law, members of the community are given an opportunity to make brief comments to the board on any matters not included in the agenda. Individuals wishing to be heard shall first be recognized by the chair. Individuals after identifying themselves will please proceed to make brief comments. Board would like to remind everyone that to avoid violation of individual rights of privacy, a member of the public wishing to address the board would not be allowed to make comments about a student, staff member, or member of general public. No action may be taken on any matter discussed during public comment for the meeting until such time as a matter specifically

002noticed on an agenda public has been the you have any comment from on it Scott you would just come to the podium please good evening my name is Scott Weiss and uh I'm here to introduce a new organization called thevel Belgrade Orchestra Enrichment Council. It is a nonprofit 501c3 founded for the sole mission of supporting our Belgrade Orchestras both middle school and high school students, their incoming teacher and parents in all the existing disciplines and programs within the orchestras. This group is made up of parents and students. Uh but it is not but it is not a district sanctioned booster club or PTK. We stand alone specifically for the benefit of the orchestras. While we recognize that the Panther M music boosters are there to spread their support to all the music programs equally, we

003must recognize the Belgrade orchestras have a disproportionately larger enrollment and therefore require more support from the district, the parents in this community. The Belgrade Orchestra Enrichment Council is here to hopefully bridge the gap from what one teacher created and ran alone. What will certainly now require dynamic and driven orchestra director backed by a host of eager parents and students to help support the orchestra programs with additional fundraising managers and a network of outside talent and energy. We are prepared to work directly with the district, our administrators and the boosters to support and offer guidance to our incoming orchestra director and to be available to help with countless tasks that this teacher will be shouldering. We also have some ideas that could make this transition more seamless. But time is of the essence. We must move

004on such discussions immediately. As you know, we have been communicating via email on the next step of meeting with you. our administrators and our group and we look forward to a very positive relationship that benefits our amazing young musicians. >> Thank you. >> Thanks. >> Thank you. >> Scott D is topic and coordinated and there is a meeting scheduled if anybody's interest willing to participate. So just reach out to D but we have any other public comment where okay good not seeing any. I guess we would resume with our student and staff recognition the Wendy's donation. >> All right. Well, we are very pleased to have a special guest with us in the group who is the district manager for um Wendy's for this area. Okay. Um and our local Wendy's Wentana LLC has generously

005donated $5,000 to support our summer meals program. This donation will play a crucial role in ensuring that students have access to nutritious meals during the summer break, supporting their health and well-being. We extend our sincere gratitude to Wendy's for their impactful contribution to our school community. We'd like you to come up and shake your hand and take a picture and give you a little certific. Our marketing department takes care of you all. >> Well, we um this function >> so nice to meet It's nice meeting you. Thanks for coming. >> All right. We'll continue with our superintendent support. >> All right. Um we have some information in our board book. We um ask our graduating seniors what they're doing with their lives after they leave Belgrade School District. So, we have 135 out of 189

006almost 200 students who graduated this year complete the questionnaire. Uh, 52 students said they were going to a four-year college. 26 students they said they were going to a two-year college or trade school. 38 students were going to work, three students were joining the military, and 16 students said other. Um, so it's good to have that information and we just wanted to share that out with you. Um, as you may know, there's been a federal spending hold on title two, title three, and title four grants to all school districts around the country. Um, for the Bgrade school district that um comes out to based on last year's number about $220,000 that if the whole is perpetual, then um we won't receive that those funds. Um, so what we're doing right now is building the budget

007for next year. The board looks at the budget in August and approves that. So we're building our budget around, you know, the understanding that potentially those funds won't be released. Um, so that in addition to not passing the $165,000 mill levy in the spring, um, you know, adds up to a good amount of money. Um, title two, three, and four dollars were um, we have been using to support our teacher mentor program, to support instructional um, coaches in our schools, um, to support our, uh, the work that we do to support English language learners, um, to support our, um, grow your own program, which is pair of professionals who are ready to who who are interested in becoming um, teachers. and we um are able to provide some support for their um schooling with that.

008Um and then there are a number of other programs that fall into that. So, we're working on figuring out what that's going to look like if the funds aren't released. We've heard that we should know by September. Of course, that doesn't help with an August budget, but um so um we're just keeping an eye on that. And the land and building exchange update, here we are in our newest building. Um the so we're going to hold board meetings in here in the old city library. Um probably for this month and hopefully by next month we're ready to move across the street into city hall into the city hall chambers and that's where our meetings will be from then on. The si the um city council is moving their meetings into the new library. So once

009they have vacated, we can put our camera systems and everything to do um and go ahead and move in there. So hopefully um for our August meetings, we should be in there, but we'll keep everybody appraised of that. Uh we're almost completely moved out of the HEC building. We have um our staff who was uh working in the HEC building in here now. Um and um the city's excited about the work that they're going to start to be able to do to shift that to the police and court building. So um it'll probably be another six months to a year before our other offices are moved over here because they have to get heck renovated and have the police move over there and then we can start kind of this interesting transition or shared spaces

010for a while. So that's what I have. Thanks. Uh, district clerk carried. >> Um, let's see. Um, one of the things I have is we're working that House Bill 332 that was passed, not this legislative session, but this legislative session before that was to build a health insurance trust statewide for school employees. Uh, that is getting off the ground and starting to to develop. They're um reaching out this week. They sent us a warning email last week that they'd be coming um wanting information from us about our participation rates and previous uh claims, things like that. Um and then they're hoping to get us rates in August or September. So, we're um interested to see how that's all going to turn out and if the trust is going to be a great fit for our

011district or if we should stay with the insurance company we have. I'm hoping the trust will work great because they've worked really hard on getting it put together with that legislative mandate or opportunity. Not really a mandate, it's more of an opportunity. Um, it's our fiscal year end, so we're working on getting our payroll, finance, HR all wrapped up. Um, a lot of the end of the year stuff comes down to um double-checking line item budgets. Did everything get coded where it was supposed to go? did everything. We started this work kind of in May and so we're still wrapping it up though. We're still processing invoices from June um that are coming in, things like that that come out of last year's budget. So, we're we're pretty busy and we're going to the next

0123 weeks will be kind of crunch time for our office to get all the state reporting done and build our budget for the next year um by your August board meeting. And then um taxable valuations. A lot of homeowners are just now in the mail getting their taxable valuations. I'm sure all of you have probably gotten yours if you live in Belgrade. Um my personal tax valuation, my home went up, but my taxable value went down. Um and that's not uncommon when you have more properties coming on the tax roles. That's how it should work. Um you shouldn't um be going up. So, so hopefully we'll know by August 4th what the actual taxable value for the whole district is. The Department of Revenue is required to release that information the first Monday in August

013to schools and that's what I use to do your guys' budget. So, it's a oneweek window for me to plug in all that information. So, we'll be ready for it though. Before we move on to the board report they'd like to shine is met and working with you looking at new student tracking system or possibly contins [Music] on that and then we're also crafting some policy for the operation of these new 14 passenger buses that'll be here sometime between now and next Monday. >> Thanks. Well, uh technology department. >> Good evening. As Carrie said, we're working towards the closing out our year. Uh for the help desk, uh we've received 8,025 tickets uh for the 2425 school year. You can see the breakdowns of the different categories of those help desk tickets. Uh I went

014back this week and looked uh we were about uh just over,00 tickets more than the previous school year. So we are increasing the amount of uh work that we're doing across the district. I think that's partially because we're doing a better system tracking the tickets that come in. Uh so maybe not a giant increase in the amount of work that we're doing. Um but there is you know some increase of what we've done for the year. uh multiffactor authentication. Uh it was if I remember correctly, the board requested that we increase um our due diligence on getting MFA implemented in the district. So we are looking to enable multiffactor authentication for all the staff effective August 4th. Our first emails went out to notify the staff on July the 9th. Uh I kind of wanted

015to do it, you know, the week before. uh things just didn't work out the way I wanted uh because I wanted to give a full month of notification for the first notification, but then we'll continue to send more notifications out uh as time progresses, making sure people understand what's coming, what alternatives there may be um in getting this implemented. I think it's good that we take the stance now before our insurance company requires it. Um, but I think it moving forward and making sure that all of our student data is protected is what we need to be doing. We're working on our district inventory of hardware. Uh, we're working this summer to go through all of our schools uh, and bring our inventory management system up to where we want it to be. uh keeping

016track of everything across the district. Uh laptops, Chromebooks, smart panels, document cameras, everything to go along with our inventory that we're trying to complete. We um want to do our device refresh cycle. So, normally as things come, you purchase items that go through a life cycle, you dispose of items. What that framework really is going to look like for our district. We're coming up on some interesting hardware requirements. Uh we have a lot of laptops that are not available to do the Windows 10 to Windows 11 conversion. Windows 10 expires in October of this year. And so we're working on different options to make sure we can take care of those devices. Uh shifting to Chromebooks in some locations and refreshing some of our hardware. So, that's all in in the life cycle that we're

017going to be proposing. Uh, I hope to have it done probably mid January uh after we get the inventory done. As long as the inventory by the end of August, I'm pretty sure that that time frame of mid January is uh for our long range technology plan. Uh again, that's going to go back to making sure that we get good inventory, get our good device refresh cycle in place, and then what does it look like for a budget, how we're going to move forward in the next several years to maintain what hardware we have, and that's going to determine what our refresh cycle is. So each plan, each of these different items are going to build on the next. Any questions? Questions? Thanks Mike. And that brings us to our dire department of students. Hey,

018uh, good evening everybody. Uh, we wanted to touch base earlier than this, but we needed some reviews. Um, and some pretty extensive reviews that we've done. uh our goal uh from my department and Mike's department and the IT department is to create a guide book for AI integration into validation. Um so what we're showing you in Simly is the guide book itself uh and the purpose behind this uh and why so why do we need a guide book? AI is going anywhere. It's here to say um and we were speaking earlier today. It's been in practice for a long time. It's just not it's more mainstream now because it's accessible to everyone. Something like chat or or whatever. But there's many many many uh uses for it. They've been using it in medical imaging, fraud

019protection, uh your Netflix videos, uh YouTube, it uses AI algorithms. It's been around for a long time. Um, but our goal is preparing our students for what their future looks like. AI is in their lives right now. Uh, it's trying to make sure that they use it ethically, responsibly. Teachers use it ethically and responsibly and, uh, we think it'll help foster some serious critical thinking skills as long as we're being very due diligent about using the output. Uh this doesn't mean we're going to open it up free reign for AI everything. There's an extensive vetting process on it. So um so the purpose of the guide book number one is to get everybody to understand what AI is and we'll be doing that through staff meetings and trainings. Uh potential uses of AI in schools

020and there's many many and we have a few listed here in another slide. and then the process for acquiring acquiring an IQ from a teacher or staff member um and how that process looks. The number one thing that we want to maintain in all of this is human oversight. Um there's an interesting interview that I just uh watched a couple days ago from the the gentleman who created Chat GPT. He was shocked that people use it as much as they do and believe in everything that comes across the computer. Uh it's only as good as the algorithm and the information that it pulls from. So we need to maintain constant human oversight of it. But some potential uses of it in education. We can analyze data with it. Um we can generate drafts and that's

021why it's underlined drafts of presentation. Again, whatever pulls up, you need to as a teacher or staff member, principal or anybody else, review it and make sure that the information is correct according to the best of your knowledge. Uh, it can use for students can use it for ideas, foster some creativity, it can personalize learning, um, you can use it for assessment grading, it can provide feedback, um, such as like grammar, uh, spelling, those kinds of things. But some factors we wanted to consider is uh citing the use of AI and you use it just like if a student's using it using it like any other resource that's out there. If you're using information in a paper uh you're going to site it. You need to site it. Digital digital citizenship is what that falls

022under. So avoiding plagiarism. Um making sure that anything we use follows COPA fura compliance. Uh that is a huge concern with AI. making sure that we're doing that. That's where Mike's department comes in. And then again, instruction regarding AI and accuracy. Some of it is misleading, some of it is bias. Uh again, it all depends on what information that it's pulled from to give you what you're asking for. So being again cognizant of that and using your human oversight to look at what it's not going to do in Belgrade is it's not going to replace our teachers. You cannot duplicate the human interaction that our teachers do with kids on a daily basis and it's not going to replace our district materials. We are still requiring teachers to use the district resources that we provide

023and make those relationships with kids. We don't want, lack of better word, robots teaching our So, we still want that one-on-one interaction with students. So, the review process essentially goes through the AI guide book in the back of it. There's a pretty extensive checklist. Part of it is for the teacher to fill out. Part of it is for my me and my department to fill out. Part of it is for Mike and his department to fill out. Um so if they submit something asking for a specific tool uh tech department reviews it my department reviews it and if it either one of us say no it's shot down. If both of us say yes, then we go to the next step where we would uh do some professional development on it, trying to get teachers

024to pilot it, look at it a little bit better, what are the more potential uses that we could get out of it. But the check sheet on the back of that um AI guide book has got it goes into some pretty good depth on an extra slide. So next steps is we're going to uh go around and train our staff about what AI is uh some potential pilot opportunities and then our edtech committee that's made up of a lot of teachers at all levels u reviewing uh tools potential pilot ideas and instructional strategies and uses for these things in our school district. So that's where we're at with our AI questions from >> Yes, that's >> Mike Mike did a tremendous job on the guide book. We've probably reviewed it and revised it four times.

025pretty >> um pretty detailed. >> Yeah, it was a lot longer >> but it's good. >> But it it's thorough, >> the other pieces is anything technology wise is always outdated the way we do it. So we're going to be consistently the EDSAT committee will also be reviewing this consistently and yearly to make sure that it's up to date with current who's all the head. >> Oh, let's see. There's about four four high school teachers, couple of middle school teachers, and four four elementary teachers. I think it's pretty good mix. Does anyone else in the board think we should have a sub or the board for this as well? Whether it be via the tech committee or an overall vote. to approve the actual guide book or to prove >> the approval of Matt. >>

026So, so a third step between >> Matt and Mike and then the board. >> Yeah. So there's like step or you know they recommend it and then Matt said there would be two steps if they both would it be beneficial to have a third step of representation? I feel it with the wood only because my concern with a lot of this stuff is it gets out of the wild. I really didn't which it would be easy enough to you know it doesn't necessarily have to come back to it but went through the tech. >> Yeah. just with tech committee for example, >> right? >> Yeah. Like if we got you know like they approved approved and then especially we had been involved in sessions and then somebody you know it gets voted down what we're

027saying that maybe trust the teachers but people are saying we're going to do this. So I think we do have to be careful with that as well. So at least I think it's more less a formal vote more if we just have maybe a board member you know familiar with each brought up like one of us would say I participated with us or two of us and it seemed acceptable discussion I feel it would be important like I said my main concern is that sometimes stuff gets out of the back so she wants to reach out to us I think technical works over that's kind of what I was going to do this part of a part of the technique you just don't have to know about it >> I think especially as it's new

028>> you know new to the district new to everybody OPI is working on similar kinds of um tools and resources and and thoughts about what AI looks like in the educational setting. You know, it's all very new to you. So, one trusty or two. >> Yeah. >> So, are we separate committee then or >> Well, no, it would be you would just be the committee. Okay. House of tax committee. >> No >> teachers. >> Oh, it's just a it's a it's a >> it's a school committee. So, we have four say four high school teachers. >> Eight to 10 people on it. So, >> yeah. >> Okay. >> I'm sure people would be interested as well. It has to be a few months. This is completely out of my own. >> I'll get with Mike

029and we'll set up a regular monthly schedule. >> Okay, that sounds great. Thank you. >> Is there any other questions for your hard work? >> I was going to did a great job. >> No, it's really good. Well done. >> Thank you. >> All right. Thanks, guys. >> Thank you. >> All right. Let's move on to our consent agenda. Do we have a motion to continue? >> I move to adopt the consent agenda items from listed on the agenda of the board packet. Authorize necessary action for these items and include the same. I'll second. We have a motion and second. We have any public comment. Any board comments? Uh what are we doing to discard uh the district prop property? Do we put through an auction? Do we throw it in the grave rolloff box?

030How >> we have a we have a well- definfined process for that. >> It really depends on what it is. >> U but we advertise it and >> there's there's a process, >> right? >> Okay. Any other questions? Will we bring it back to the vote? All in favor of approving the consent agenda as stated say I. I. >> All those same side carries a [Music] no prior business. We move on to the new business with the SMA architects. Good evening everyone. Uh I'm Charlie Franklin architecture and design. Nice to see you all. One week. Good to see you all again. >> Uh today we're going to give you a update on our design progress uh for the development school. Um we are at the 100% design development stage. Um and so we are uh

031working through what you know the building is going to end up looking like. And uh we also have an update on cost as well. Our contractor uh Matt Sapansky from Lighthouse is here as well. So when we get to the cost, you can grill him. >> Bigger, faster, and cheaper. >> So um this is a look at the entry of of um what we're envisioning for the new school. Um and we've been through a series of meetings and collaborations with our building committee >> um and have also gathered feedback um on our schematic design from uh teachers in comm in the community as well as we had a public uh meeting. So you can see kind of our uh our main uh building elevation here taking shape. On the right hand side, we have a

032multi-purpose room um which would form kind of the entry prominent as you go through that covered entryway into the main entrance of the school um which will have security vestibules. We have the admin wing on the kind of lower right. It's a little bit lighter in red color there um which uh houses all the admin functions right at the entrance. And then above that we have our library volume. So, we have um you know large glass and uh overhanging roofs and and some wood structure inside of the library. And then as we move uh further down the facade, it um turns into classroom pods. Um this large kind of black mass that you're seeing at the front of the building is a solar wall feature. So, this is an opportunity for us to highlight some

033uh energy savings. is a feature that uh we think would be great to have some signage around or something like that that will um essentially what it does is it collects heat from the sun and preheats your air that goes into your uh heating and um cooling systems. And so that kind of provides that little bit of offset there to um help with efficiency. Um, again, kind of walking uh up the uh front entrance there with um a nice covered uh entryway. We're kind of using some wood to bring in the natural materials. Um we're also, you know, envisioning some nice uh bench seating and uh hopefully creating a nice uh entryway into the into the building. We're using kind of a combination of metal panels and as well as brick. Um so on this

034this is the uh western facade and um as you can see it's uh there's there's some blank areas but this is on on purpose because we're planning for the second phase. So this would be phase one uh where we have um 250 students. Um these blank walls that face west would eventually get torn down. So, we're trying to use uh very, you know, cost-effective materials so that then we can add that second phase to get us to 500 students. And so, we're um trying to, you know, use uh materials in a nice and um kind of interesting way, but not spend a lot of money on something that's going to get uh removed eventually. This is a look at our playground area off of the north side of the building. So, the classroom wings where

035we're using some of the brick on the front side of that and then um using some metal panels and um you know, a lot of glazing. And then on the far left here is the wing of our multi-purpose room. This would be a pre-cast uh concrete uh structure that forms our multi-purpose wing as well as the stage for the music room. Um and again, it's intended to be added onto. So, this door here that you're seeing would eventually become a corridor into uh what would be the full-size gym at that point of buildout. So, we're trying to plan for all these future uses. Uh this first phase, this is kind of an overview of the building on the site. Um we have so Frank Road uh on the uh lower left uh running running running

036diagonally. Um and we have our teacher and drop parking um parking lot on the right hand side. You can also see uh that we're creating a large loop around the project for uh queuing for all of the uh drop off and pickup. Um, we kind of have a main entrance and our main facade that faces Frank Road uh with playground and uh expansion that would go to the north that faces the interior part of the school district property. Um, so for the future building sites of the high school and middle school, that would all be to the north to the west. Um so on the far left hand side is where you would see that addition of of uh classroom pods when we go to uh 500 student school. Uh also next to where that

037bus car is on our left hand side and then to the north um is where a fullsize gym would be added. This is a kind of a quick look at sort of our primary materials. Um we would like to uh just state that the colors are not set in stone but this is where we are thinking of uh you know using um some metal panels uh some pre-cast concrete uh a little bit of brick and some spectral and then uh two different types of metal panel. I'm gonna let Lee jump in here since he's been >> quiet so far and talk about our interior. >> Yeah. So, we'll go through some of our interior elevation or interior views. I think you've seen some of these um but they're definitely a lot developed. Uh so, this

038is our main entry to the space here. That is the stair that's going to lead you up to the top of where the library is at. Um down to the left a little bit out of view or the classrooms. The blue entryway right there is into a couple of admin offices. Um the doorway where the teacher and student are at that leads out to the playground. And then to the right you can see a series of hooks and windows and that is right outside of the space. Uh at the end of that hallway is the door. If you go to the right that goes to your music room. This is the multi-purpose space. So, we do have this as um you know, like your gym classes are going to be here. It's also going to

039be where kids are going to be eating their lunch. So, we have the cafeteria there on the right. At the stage with the music room, we have a large curtain and also a sound isolated movable partition there to really separate that. So, you can use both of these spaces at the same time. Um we do we're trying to bring in some color into this space. You can see a lot of the tactus wall panels there. uh some painted structural. We are going to be using an acoustic deck in this space. Um so that's going to also help acoustics. Those cafeterias and gyms look pretty. This is one of the classroom pods. So three classrooms uh all open up onto this space. You can see they're highlighted with the lighter blue with the door uh the

040wood door. We've got some side lights there. We're trying not to have windows within uh doors that we don't have to, you know, provide blinds for those that are all sweeping around do that. So, looking at kind of the safety and security concerns here, we do have the larger windows above the lockers. And so, those are for the teachers to be able to look out on the students that they might send out into these pods and be worked with their teacher. And then on the right here, you can see the glass is the corner of a window of our project resource room. This is just a look at one of the classrooms. On the left side, you can see some of the bookshelves that are top of our mechanical system that's under running the window.

041We've got a very large whiteboard and screen wall back there. Trying to still keep a lot of room for teachers to display all our materials. every single classroom has the exact same amount of casework countertop bookshelves just so there's equity across all the different classrooms. Um so here there's also three bookshelves underneath that. Uh the tables and chairs the layout of course of the spaces are all be defined by the teachers. Uh we do have some uh concrete that's going to come into the space or I think we've got actually yeah a lenolium coming into the space uh where the the case work is at and the sink and then that'll transition to a carpet so students can come and they're trying to keep that away and the rest of the classroom. Here's a look

042at the library from the drop off location of the desk. So you can see we do have our tall windows here. We've limited those to 12 feet so we can utilize more economic storefront system. We have a little bit of benches. There's another view that we'll show. We have our main um you know learning center within the library on the left there provided with a screen as well. And then on the right we have secondary space reading space. Um, and then one of the requests also from the the teachers we've been asking is making sure that these bookcases can move uh so that they can reorganize the layouts how they see fit. So they don't have to unload it. This is another look at the library looking back towards kind of the main entry. You

043can see we've got some glass there right at the the center so teachers can kind of see the students coming in. And then over here on the right, back glasses to another reading nook that I think is in the next one after this. So this is the top of the stairs. We're looking down towards kind of the classroom wing there. We do have a little bit of an accent ceiling at our bathrooms. We will have uh full tile walls with kind of a gray tile pattern. You know, color still to be determined. Of course, we kept right now with green, Belgrade green, uh, and some accent, you know, some signage, the library, some figures for the bathrooms, all still kind of be selected. You can see on the stairs there, uh, right now we're feeding

044some type of decorative wall panel with the wood wall covering. Uh, and then also some pan footprints, but that can all be changed. And then this is that reading nut that's outside. So this will fit about uh two classrooms is what we're hanging it for. So this can be a space if you know a couple teachers need to get classrooms together. There's the whiteboard that can have this as either a reading or kind of learning space. We have a little bit of a wood ceiling to kind of mimic what's inside the library just at a smaller scale. We've got a couple of uh windows up high there to bring in some of that north light just kind of make it a nice third space. One of the other aspects that we did look at for

045the district is the potential of just adding the gym wing. Um, and so when Langless presents their pricing, we gave this just the gym wing up there to them so that they could potentially price that. It's an 8,000 foot gym. It's got a couple of bathrooms, has a PE office, uh, and it has bleachers inside of it. Just a potential additional community aspect. Um if this is equal to the additude >> so the the general will be in the initial phase instead. No, that's um >> Well, no. I have to wait for the way. It could be that could >> Yeah. So, Matt, >> cool. >> Nice slide. Um Yeah. So, we worked um with SMA. They got us the drawing sets. We sent out the drawing sets again to a lot of subcontractors. Got

046some great subcontractor feedback. Uh this cost has ticked up about 7 grand from last time. Um that's primarily a function of the exterior envelope and some other utility sort of items that we had to add for building um as we continue to develop and grow um the kind of scope of the project. We we are finding these things out. So um so on the building cost uh we're sitting right around 197. Uh site cost is 3.4. 4 million. Uh the building soft costs have remained unchanged and then that puts us at a total project cost not including the gymnasium or the future gym of uh 266. So um apparently that's about 6 million 6.6 million of our bond um authority at this time. Um the gym alternate ads. So to go back to this way,

047>> what did I do? >> Sorry. >> Yeah. So this would be just the top right corner of the gymnasium of their bathrooms. Sorry about that. You did. Um, so, uh, the gymnasium with the bathrooms, uh, we have kind of a a rough range of, I think about 4.6 to 4.9 is what that set. So, um, that's just kind of using some of our existing costs that we have as well as some, you know, current costs that we're seeing the area state for wood floor and, you know, um, the other equipment that would be going there. So, so yeah, that's kind of where we're sitting on. >> Yeah. So, yeah, that's where we're at. And then we just also have uh another work session with you all coming up on the 28th um where we

048can dive in a lot more deep uh into kind of where we're at and where we need to. So, just a reminder there, but there's any questions, we'd be happy to take. >> Looks good. You didn't mention the waste code on the deal. That might have been something >> in the library or hallway. >> Yeah. So, one of our comments that we uh heard last uh time we presented was um some concern about the large window in the uh library. So, uh a little bit of you know safety concern there. And so, one of the things that we did to mitigate that is well, we've done a couple different things. one is uh reduce this the amount of glazing which also helps provide additional teaching space. Um but then also along the windows there, we're

049planning for um some HVAC equipment as well as some bookcases to pull all the students off of that wall. So they won't actually be able to stand right next to the glass. um which should help um kind of mitigate that visibility uh aspect of that that u that concern. Um >> Rocky, I think you're talking about the lower w >> it's interesting. We don't have that all schools but schools have a very good >> Yeah. Um, in Ridge View, the the wall coverings in the uh in the hallways have held up really really well. That's like a binding uh wall covering. And so um that's that's an expensive treatment, but we're going to we're planning to use that along the bottom four feet to kind of help with that u long-term uh dirt. I know

050we'll talk about this. We do. We decide we can move to the second floor as well as the first floor. >> You're still waiting for >> Brian to go review that and get >> I think that's where we're leaning. >> Yeah. So yeah, >> Leroy and I just take a walk around. There's more cracking on the upstairs, but it it's not so much more that you really notice it. So, yeah. I mean, you guys get your take on it, but so the concrete floors, >> right, there's concrete floors in the hallways and um and so we were we went over to take a look and see if I mean, we know some cracks are going to happen regardless, >> but typically if you're on tour, you'll get more cracking. Um, and there are some sections

051that seem to have more cracks, but it wasn't >> it wasn't like it drew your eyes to it and it was like this is >> should be pretty. >> Yeah. I've been in that building so many times and I've never actually like gone down that close because it wasn't very obvious. There's a heck of a lot of them, but it's so fine. >> You don't have Yeah. So yeah, I at this point I can't say it's generally pretty symmetrical to each other. >> Any other questions? >> Thank you. >> Thanks. Thank you. Up next is the revision to policy 36 of devices. Do we have a motion to continue motion to approve? >> We have a motion on there's explanation here needed to start public comment. We have a public comment on this building. No,

052I would. >> Thanks, guys. >> My name is I'm the attendance and the secretaries of high school. First, I question if we already don't allow cell phones at the middle school, why do we allow them at the high school? Secondly, one teacher told me she documented 30 times in her own class period where she'd have address cell phone use. Excuse me. 10 minutes between classes isn't the solution for students covered phones. And when that happens, the negotiation process begins with the teacher. Example, the teacher will say, "Why are you tired? Put your cell phone away." Student, "Hang on, I'm just finishing this text or phone call." Students become confrontational being put the phone away. Then things escalate. Cell phones, in my opinion, promote drama, bullying, inappropriate searches, pictures, and cheating. Students are sent into the

053office for being in trouble, waiting to talk to administration. They're on their phones collaborating their stories. I tell them they can't be on their cell phones in my office. Some students get very disrespectful, won't put them away, defy any adult to take their phone away. I've had students say, "Try to take my phone and see what happens. Our principal told some girls to put their phone away that were in the office in trouble. They refused. She told them to hand them over to her and ultimately they refused. There are no set consequences. We are willing to hold as a red line and the kids know it. They text each other in class to meet in the bathrooms and make Tik Tok videos. They and just waste time. Bikes have occurred in the bathrooms and students

054video the event and posted online. One student at the end of the year wanted to get thrown out of class using a cell phone inappropriately and filming his teacher and other students. But when he was brought into the office for discipline, he recorded the vice principles representing him and then posted it on Instagram. As you know, that doesn't come down. If a parent needs to get a hold of their student, they only need to call or email the office. Parents can call and text their student in the middle. They can't call a text or student in the middle school and it hasn't been an issue. Cell phones can create issues during lockdowns or shelter in place. Students don't have reliable information and if they start calling and texting parents, it creates bigger issues. The school

055does have a process in place to advise parents of any ongoing issues. Will this be a process? Will this process be easy? Absolutely not. But I'm from the mindset of wholesal for the majority. they will meet your expectations. There will need to be a clear con clear consequences laid out and everyone teachers staff administration and you the school board need to buy into this and make it work. It can't just be put on the teachers to enforce. Thank you, >> Mr. Bradkkey. Randy Brad key teacher. Um, and I am a proponent for cell phones because uh, cell phones are a tool for our students and for our teachers. Um, I teach woodworking. Uh, my students use their cell phones to carry their project plans around. Um, instead of paper copies, uh, my students take pictures

056on their cell phones of their projects. Awesome. I also teach curated drafting where we're always in front of the screen. My students use their cell phones for a set screen um, on those when they're drafting. So, it's a two and our kids are gonna live with cell phones longer than I have. Mine were tied to the wall. I was a kid, but uh you know, so we need to uh teach kids how to responsibly cell phones are. Thank you. Thank you. I disagree with the comment that I >> Oh yeah, sure. And at home, um I disagree with the comment that it is a teacher's job to teach a child to use. That is the job of a parent at home. And um we've had cases even at our home where we have limits for

057our children on like how much their time they're allowed to use and what apps they're allowed to be on at home kind of things. gotten messages from my children at school saying, "Mom, I need you to extend my time because my teacher is making me use my cell phone for this or whatnot. Everybody else in the class is on their phone, but I can't get online." And to me as a parent, that's undermining my ability to parent and help guide and direct my child on how to use it appropriately. And then on top of that, as a sub in the schools, the one place I like to sub the least is the high school. And the reason being is because the kids abuse it like crazy. They will say, "Well, our teacher allows it. You

058know, we are we're allowed to be the ones at this time." And of course, if they are, they aren't. They're all going to band together. Yeah. They just be on our cell phone, you know. But you see, like as a sub, it's really difficult because then you're the bad guy. And nobody wants to be the bad guy to these kids. We want to be there because it's our job as adults to help nurture these kids and teach them what they need to know. And when we are constantly fighting with an alternate source that's getting their attention, how are we supposed to do that? It is extremely difficult. And I don't think that we shouldn't be teaching kids how to use the electronics appropriately. We do need to as adults, but there need to be a

059lot stricter rules than there are right now in high school. 100% agree with what Roxy said because being in that school, I've seen it and I've witnessed it through my kids and it's it's hard. It's hard when you have adults telling them they have to use them or allowing them to use up and then when we're trying to teach them responsible good habits that they're not addicted to these devices, it's very contradictory and it's extremely hard to navigate. So that's excellent. Um my question is really is there a process by which teachers ask to have allowances and is there a process for kids don't have home when we discuss this a little bit question. Thank you. Any other public comment before we continue with the board portion? Anyone else? >> I'm Anna Cony. My daughter

060is a junior and I think your name was Anna too. I kind of wanted to say the same thing just be a parent to represent like we have worked so hard at home to raise a responsible child with her cell phone. And it feels like she goes to school all the time and that's just kind of thrown out the window. kind of feels like it is backtracking on all the work we've done at home. Um, we tracked, so she didn't get a smartphone until she started high school and we tracked, you know, we looked at how many pickups she had on her cell phone that first week of school. So, just like clicking on her phone to check notifications. She had 400 during her school day. And so, we asked her like, "Well, do you

061get to have your phone out?" out. She's like, "Well, yeah, we can just have it like on the desk." So, even just having it on the desk and not even using it, she's check I mean, I don't think she's alone in that she's constantly checking to see if she got a text or whatever. Um, and that's that's scary. And I think that's what is scary as a parent that feeds into anxiety and mental health issues. And yeah, I just want to be another parent to say like we're working really hard. Um, so I hope that the school can honor that. Thank you. >> Young Belgrade High School teacher, even though I look more like a right now, that's not what I'm uh I debated standing up, but I would also like to stand up and

062um advocate for stricter guidance and rules with cell phones in our schools. Um, yes, we have classes that use them and utilize them effectively. Um, we have a lot of classrooms from what I see and from what I hear that don't. And it's not Ry's class that we're fighting against when we ask them to put their phones away and focus. It's all the other ones where they're getting those 400 checks and taps. And we try to do cell phone hotels this year. Um, from my perspective, they're challenging because it still feels like you're fighting against the other people who aren't making them put phones away. And so that battle that happens in the office happens in a lot of our classrooms. Um, so I guess I would advocate for figuring out what restricting it looks

063like. And then we need teacher buyin, admin buyin, parent buyin so that we're all supporting the same goal. And when they go to the office, things really do happen. um that everyone is supporting the idea of restricting phones if that's the way we go because it is very challenging and it gets really old to be the teacher asking them to put their phones away all the time. >> Appreciate your call. Thank you. >> Thank you. >> Hi, my name is Mike Foster. I am both a parent of children in the high school and I'm the IT director. Uh listening to some of the claims that have been made. Uh I I can see both sides of the issue. Uh I have both of my children that are in the high school do not have cell

064phones. So I have no plans on giving them a cell phone at this point. Uh so my I guess my question as from a parents perspective I I want to limit the amount of electronics that my children have being the IT director is completely different because my children have laptops at home and and tablets and all these but I I beg the question if teachers are relying on students to bring their cell phones to class Why am I not hearing a need in the classroom that the IT department is not fulfilling? If there is a need for some technology in the classroom that teachers are asking students to have their cell phones for, well then as a district, I think we're missing an opportunity as the tech department. Why am I not filling the role?

065And I don't know if somebody doesn't tell me that there's a need. So that's kind of my perspective. >> Thank you. Anyone else like to call one once twice? Okay. Comes back to the board. Any board questions? They're comments. The one thing that I had you got a hold of me and uh they they asked me about this there who were visiting about this and the one thing that they commented. I mean, I've heard, you know, the same kind of comments here, but one jumped out at me was that I had a parent say that they've tried multiple times to call into the school to get a hold of their student for whatever reason and that they weren't able to get through the school system. somebody didn't answer the phone or whatever and so they

066w up, you know, shooting a text or whatever. And if we go through and make it more strict, I think we need to come up with I don't know if we need to put a a a switchboard in where the all the phones all the calls to all the schools come into a couple of people whose sole job is to shoot them out or what. But, you know, calling into the school, if Roxy's busy for whatever reason, that call's not being answered and there's nobody else grabbing it. And that was something that did jump out of me if there's an emergency, you know, you're not getting a hold of someone. >> If it's that significant emergency where I mean, I know I held in high school and I've never had a problem getting through. I

067called two schools. >> This is what parents tell me. >> Yeah, I know. But actually, >> it's parents. I think one of the things that we see like especially as we're trying to keep people on the make campaign fail sometimes and said she that happened back don't but like yeah they can reach out to us but ultimately we don't know what was going on at school at that moment and I don't think that facilitates us saying yes like when we're hearing from a lot of teachers and parents in our community who are saying you know we really do need to do something just for the off chance that Roxy can't answer the phone because I when I ever I called she's returned mine at all within five minutes like you know so it's it's hard

068for me to like give too much credit to like a single parent and especially if that parent didn't within you know if it was that large of an emergency due to women I know there's other like I know you could you know get a hold of TD at the >> well this did tell me this was in the prepar that this came about >> and said they did contract >> but so so there was some follow through to it but I guess they that was their point was that they needed to be they they needed to have they had to use the back door because the front door didn't work and so we need to fix the front is what I'm saying if we're going to make sure you know eliminate the back door we

069have the front door person right here we ought to ask her you know what the problem is >> you have a voicemail don't you >> I do so I know who you were talking about that person u >> uh that person came in and talked to Dr. free because I didn't answer the phone when she wanted me to. Uh we did have something going on in the office at that time. I didn't get right to it, but that person did come in and chew me out and tell me she could do my job better than me, whatever. And I'm like, "Let me follow the application. That's fine." The phone system, if it if I don't answer, uh well, number one, the phone number got corrected. So, if you call in, it goes to my email.

070I see it on my screen. I got two computer screens going so it goes to my screen or you could leave me a message. If I don't answer and you leave a message other than that it rolls over to Shannon Megan in the front office and if she doesn't answer it rolls over to the registar >> so that it does roll through >> and if we're not answering it's usually because something is going on that we can't I mean we have almost a thousand kids in school I can't get every call >> and I understand that's maybe >> I would like to ask how many emergencies parent has called in since I've been there Actually, I have a question for you. Let's say there is something, you know, urgent. Um, and a parent of color,

071like if you needed to contact the student immediately. >> Um, well, usually I let the principal know right off the bat. Then they come down to the teacher and if they if we need that student, we'll pull them directly out. The SRO is always in my office or in the school. He's on the radio. We have a cell phone. Um there's no reason we can't get a student at that school in a herby. >> I think for the record what we're trying to point out is that our desk phone will still work. They also use walkie-talkies school. >> Yes. The other thing is we have some parents call in and they'll or they'll text their kid like I need you out early for lunch. So they'll tell their teacher I need you early. Well, I

072haven't let the teacher know that because I haven't gotten the message in the morning or by note or whatever. Why don't you just let that kid leave? Because if they leave and something happens, what would you do? You'd sue us >> because we didn't have permission to let your child go. >> Is that a kind of a follow-up question? Like how do you emergency like what's appropriate for notifying a student? >> Um if it's a medical emergency, uh a death in the family, um >> not getting out early for lunch. >> Yeah. not for students to get out early to go get coffees because I'm telling you this is what happens. >> The question don't don't all the teachers still have their own numbers in their rooms >> still out there. >> Yes. And it's

073on also on that you can um >> call in if you have their extension off the handbook that'll go right to that. I'm not saying they're going to answer because they're teaching >> right but that is an option too. >> There is a direct way to get into the classroom without >> Yes. Yeah, there's uh the front door is always open, but once the bell rings, you can't get into the school or you're not supposed to back door or any door. So, you have to come to the office. I'll let you in or the SRO or Shannon Mango. We always try and pinch hit each other. So, there's always somebody right there. >> Now, if we have a kid that goes down, uh if the nurse isn't there, I'm next in line. If we have

074a kid with a seizure or anything, I'm going to leave my office to go help. >> Is Is this true of all the the middle school? And >> why don't you aim that question at that? >> Yeah. Why don't you have a seat for us, Roxy? Thank you for Is this true that there is are multiple lines of defense in every school? >> High school. >> Yeah. So, the three secretaries of the middle school are all in that front office. So, they just automatically, you know, >> do that. do that work. Um, elementary schools have one principal, one secretary or administrative assistant, and typically there's a nurse or health aid in there, too. Um, but you know, if if the office did our hand, they would call somebody else. >> Okay. So, there's because that

075was that was the comment that I got that kind of jumped out as they emergency. if you don't get a hold of something either. >> So it seems like to me I mean most of the comments against us implementing a policy from the high school it seems like it's working everywhere else. >> I think that's one thing because you've got the genie in the bottle at the middle school. So you got to be asking yourself the question why would we let the genie out of the bottle when we get them to the high school because they've already been turning. I think there's a there's a um a practical challenge with that and we talked about this like a work session that at the middle school students are still using lockers. So it's natural. Their phone

076is in their backpack. It's in their locker. It's that's more of a natural kind of break. And at the high school students have moved away from using lockers. Some still choose to use lockers but most of them do not. So then you have your stuff with you, right? So you always have your phone with you. It we don't have that automatic barrier like we have at the middle school. So I'm not saying that it doesn't mean you can't implement and you know it create procedures around a strong policy that says no cell phone instructional time or you know whatever point. I'm just saying that it's biologically harder because the students have their phone. Yeah, I think Melody made a great point though and she says, you know, you have to have consequence. There has to

077be real consequences or when kids don't do what they're supposed to do. And we have to we have to make sure that that gets uh enforced because if we don't enforce it, you know, and then we throw all of that on weight onto the teachers, >> it in fairly short order gets to be a free-for-all because nobody wants to put up that kind of harassment if nobody else cares. So, we want to make sure that we have consistent uh set of rules and and and condition that happens when this gets broke. First time this happened. U second time something else happens. If you refuse to give your phone to the teacher or you refuse to give your phone to the uh principal or whatever, you know, it's insubordination. It's a different activity. Yeah. >> And

078we have to make sure that we're willing and ready to step up to it. Can I ask a follow question or I'm sorry? >> No, I was going to ask. Go ahead. You're on this page. So, I'll >> Oh, I guess my question was like when I read the teachers make a good point very multi supposed to use she made a good point was math teach and I think D's draft of this policy allows teachers to use their phone for is that correct? >> We can add that we don't have any information. It seemed like that was a good case like when I originally read it I thought they take care of it be too allows to pass but I was wondering how you enforce what penalties >> enforce not using it very fast >>

079yeah not I >> I think the other thing that Mike brings up is you know we could do a lot of the same things if we had Chromebook available for kids and given the that some kids don't have cell phones at school and the fact that the Chromebooks we have much better control of what's people are going to be have access to in the Chromebook than we do a private cell phone. It seemed to me that that might be a better choice. Maybe it's not the maybe it you got some less one way or the other, but it ought to be something that we consider as a more normal choice than say have cell phones be made uh available at the request of the of the teacher. Because as someone that was here talking about

080um you know being a U substitute, I mean it's fair game. I mean, you know, you got to first of all, you got to make sure that you have good plans for your substitutes, but secondarily, they need to know there's a, you know, there's a new sheriff in town with respect to this rule and if it's not spelled out to them that this is from somebody, then it's not allowed and it's not on them. >> Yeah. Well, >> then it's on us. you gave the kids names. They're going to take a while, but what would the proposed be in the record? >> So, the board's responsibility is to create the policy. And so, what we're doing is looking at is are there language changes to the current policy? You adopted this policy in se last

081September. There was already a lot of discussion nationwide about some policies and um NTSBA released some variations, three different variations and the board selected the the middle variation. Um but I think there are some things that we recognize could be um cleaned up in the policy to provide more clear language about are kids allowed to have them during transition time or not? Are teachers allowed to petition the principal to allow them to use cell phones for sort of instruction practice? Things like that and I guess interrup question right there. Is that is that not what they are doing for is that not what Julie and David said the other night at our meeting >> is that you can give permission >> to use cell phones. And so that kind of information then would come to

082you ahead of time in this class X Y and Z. How do you feel about that? And >> um well I mean honestly the kids like you were saying if you're going to say miles so even if they're allowed to do it they're going to be doing stuff on their phones they're not supposed to be and then you're still trying to have them monitor. I mean the problem is is most these kids don't have any kind of monitoring happen on their phones. They don't have any kind of lockdowns or limits or whatnot. So they're going to be back there scrolling Snapchat the whole time you're trying to say you're supposed to be on this app. I mean ideally it would be great but I got to say I'm more on board with let's provide them

083the tools that they need within the school so that we're not relying on because at the same time like that's >> we actually talked about this probably a couple months ago because Mike could come to us to expand our capability and the board's argument was well why would we expand that if they're going to use their cell phones we can take that money but something else. Sure. >> So that's a valid argument, but right now what we're at is, you know, like the cell phones are on their person and if they are there, they're going to check them. That's the problem we're encountering. So I guess my question was more Rocky's suggestion was what exactly what the penalties. >> So is the one that got approved getting forced? >> No. >> So that >> Well,

084it's been it's been inconsistent. So we they kind of they did this in phases. >> You guys approved it, but is the administration actually enforcing? She was she was going they were getting stricter and stricter but like I'm sure my kids can love me saying this but you can see when it's enforced because I got this hilarious message from it's like why are they unfortunately >> I can see it as a front test >> and it was great but then like everything starts creeping back in and that's where we come back to this maybe we need to plan out so I guess what we >> so the board creates the policy and then we have a group that's working on creating the procedures that go in the handbook. So that's our handbook committee that we've

085put together who will look at the procedures for what happens the first time, what happens the second time. So we get all that down in writing. Um we already have some of that built out, but uh it probably it be good to rei revisit it and then that goes into the handbook. So I guess what you just said, we don't really have a a hard fast like three strikes or fine. >> Steve, can I can I mention one other thing? Um, so we have some kids at school. >> You can come up here. >> Sure. Their parents don't want them to have cell phones at school. That's their prerogative. So four kids in our school brought up burner phones to school and gave those phones to those kids. one of the sets of parents came

086in and it became a big issue. Now, another issue with this the cell phones is one of the teachers last year took the phone away from the student because he was trying to teach and the kid wouldn't put the phone away. So, he took the phone, brought it to the office, told me to keep it in the drawer until the end of the day. The kid went home and accused the teacher of breaking his phone. The phone's uh screen was already cracked. I don't know what the outcome of that was. The parent was siding with the kid that we broke the phone, whatever. So, one other issue, um, we have a had a high flyer, as you call them. Last year, a kid's always in trouble. Cell phones are not his thing. He can't stay

087out of drama, whatever. One of his teachers said, "Okay, you can bring your phone to school, be on it before the bell rings. When bell rings, you have to hand it over to me in the office. I kept it. He could have it at lunch and then he had it after school. You would not believe the difference in this kid's behavior. It was like night and day. >> And if you honestly think the kid's going to keep a cell phone here and not touch it, I'm going to be out. >> Thanks, Rox. >> Let's see. So, what I was going to, we were kind of getting off on the weeds here because we can't have just random comment, but we appreciate your payments. Um, one thing we didn't define an actual penalty, but that was

088kind of the question I had. >> No, that'll be created in the procedure that's attached to your policy. >> Okay. But for the community sake here, one of the things we discussed a couple weeks ago, there's also there's always problems, but nobody uses pagers anymore. Um, one thing that was really we found annoying is your votes. You're going to request the what I think we're going to do now. >> I would hope so. >> Yeah. >> Somebody asked actually the young man asked me about this topic and I'm kind of asking I missed Mark but I would love to say you know why are you listening to music and still listening to your teacher? >> Yeah. I think, you know, our I don't want to speak to the entire board here, but my thought was,

089you know, it's these people are professionals and we're paying them to teach our kids and they deserve their attention. >> Um, now another caveat here, request proposal with DBI votes, add language that explicitly prohibits the use of cell phones during instructional unless the teacher has received permission from the principal for specific instructional use. So that could be useful for something like Mr. and then the final caveat add language that explicitly states that cell phone use is not permitted during past >> or is but be explicit about it whatever the board chooses. >> Yeah. And I guess that was a question I had for you too. I mean how would you enforce that and would it become an issue at scope creep where the kids are so busy tech checking their phones they were late to

090class and then what would you do? So I think you know when we look at changing the culture of a building with over a thousand people right there with thousand people we include staff and students um that takes time and it takes um positives and it takes consequences. And so, you know, we're looking at bringing in a guest speaker to talk about how do you develop a healthy relationship with your phone? Because if our staff and our students are having the same conversation about what is a healthy relationship look like with your phone, then it's going to be easier to make the changes that we're proposing. So, that's one piece of it. The other piece is recognizing that it takes time. It's going to take time for kids who are addicted to their phones to

091make that rain. And so we can, you know, suspend kids again and again. I don't know that that's in their best interests. I think we can recognize that change takes time and we can put a bunch of things in place during this process to make sure it's happening and continued. Um the I think the you know one of the important things in terms of us being able to um provide a safe learning and learn for students is to make sure that we're clear in policy. You know can teachers get permission to use phones for certain instructional pieces? What are we going to do about passing periods or not passing periods? I think if you asked me if we could just wave a magic wand and have all kids not checking their phones during passing periods

092when their phones are in their pocket or in their backpack, I would say we're not at that point yet. We might be in a year after we do more instruction with our students after we change the culture of the building. Um but Steve to answer your question I think it would be difficult on August 287 um to to make that a reality just because because of where we are in the space and time. >> The only issue I have with that is that it doesn't take very long for them to go from no >> in the eighth grade to being addicted in the ninth grade. You know, I'm I struggle with it. We can't They can't get there that fast. They got there pretty dang fast in the first place. And I get, you know,

093I'm as bad as anybody else with the cell phone. Uh, but you have to put you have to say to to everybody, these are the rules. These are what these are the expectations. I uh I'm looking at the policy manual here and I think it may help if I just read this out because I think our expectations are here. We just need to start enforcing. >> Yeah, that's exactly right. >> So, bear with me here for a second. This is the uh policy 3650 30, excuse me, cell phone and other electronic devices. Normally, I would bring this out to everybody. It's interesting. Student possession and use of cellular phones, pages, and other electronic signaling devices on school grounds at school sponsored activities. And while under the supervision and control of district employers is privilege which

094will be permitted only under the circumstances described herein. At no time will any student operate cell phone or other electronic device with video capabilities in a locker room bathroom or other location with such operation they are out of the privacy rights of any person. Students may use cellular phones, pagers, and electronic device signaling places on campus before school begins and after school ends. >> So, we've adopted this. >> Well, I'm not finished yet. just experiences. [Music] >> Uh students in grades 9 to 12 may also use such devices during the lunch period. >> These devices must be kept out of sight and turned off during the instructional day. Unauthorized use of such devices disrupts the instructional program and distracts from the learning environment. Therefore, unauthorized use as grounds for confiscation device by school officials, including

095classroom teachers. Confiscated devices will be returned to parent or guardian. Repeat unauthorized use of such devices will result. So, it looks like we have a false place. We just have to >> we need to add earbuds in. >> Yeah. Well, that was >> that was another portion that we wanted to discuss, I guess. >> So, they would they would remove reference to pages to this. They would add the reference to hear those add language that explicitly prohibits the use of cell phones during instructional time unless the teachers received permissive permission from the principal. And finally, possibly have explicitly states cell phone uses. The only thing I'd add that to the whole dialogue here is that we need to make u understand what needs that teachers have with use of cell phones and make sure that

096we offer Chromebooks as best we can in those applications so that they have access everybody has access that not only the kids that have a cell phone but for kids that don't have a cell. >> Mr. you would call in your case >> probably. >> But I Yeah, cell phones are easy. >> Yeah, probably. But if if you had access to that, you could make that switch. That's what I'm asking. >> Yes, sir. Yes, sir. >> Thank you. >> Of course, the architects are still here and asking if they use their cell phones to work. So, sure the answer is no. >> Well, it's about setting the picture there. Correct. >> What's that? >> It's about they take a picture of what they're trying to work on and they set that there while they're drafting.

097Correct. >> So, so we have >> Sorry. Can you come up because the people are we have to record >> trying to >> so so in CAD but so uh their drawings are up on Google and so um we have drawings that they're trying to draw and then I have paper copies also kids can have the paper copies a lot of Kids don't want to do the paper copies. They want to do uh the electronic copies. You have one screen that you pretty much name the whole screen for um to to your drafting. So they'll take their phone and they'll go to their Google classroom and they'll have one phone. So they have basically a second stream. >> So it's just Okay. So they'll close the classrooms. So they'll get caught up. >> Yeah. So

098yeah, they're Google classroom up on their on their cell phone. So they have two strings. >> Okay. >> Yeah. So actually a cat of these you would have two strings with >> money, right? >> Okay. Any other board questions for me? for comments. So if I'm reading this correctly, our motion would include those potential additions must be specifically >> she believe taking this language into consideration for vision that she gave us. >> Yeah, there was there was similar language in the board book. I think that's the that's the language that she was saying. What I what I heard was we're changing out the dinosaur pager for earbuds. >> Um we are including uh just a a statement that says that that includes no cell phones during transitions just to be clear, right? Because we already

099said no cell phones during at the high school during the um school day except for the lunch alley. So, it's already in policy, but it helps for clarity sake. I think if if the board chooses to say we're not having cell phones out during transition times, then then it would help to put that to be clear about that. And then the statement about um that uh cell phone use in the class is not to happen unless the teachers receive from principal or for an academic purpose. that. >> Yeah. So, we are going to take out that they can use it during transition. >> It is on this one. The hassle, not in the old policy, but he put it in. >> It was in on the new one. >> We adopted this. All those proposals.

100So, >> yeah, that was just draft language. I understand. I understand that but I I was going because I thought it was well >> any thoughts. >> I guess I just keep coming back to the penalties. I wish I knew what they were. >> That's kind of my >> It's hard to just escalate depending on how many times it happens and and how >> Yeah. >> What the what the issue >> there there are lots of examples out there from school districts. We and we have, you know, we have kind of these semblance of that already. Um so it it's not going to take much tweaking to to to get that in there. A concern of mine is during transition. That's a battle that just you're the teacher standing in the hall and 70 kids

101are going to come by and their cell phones are going to be up because like you said there's an addiction. I have been sitting in class for 90 minutes. I just got to see did John FPS me. I I don't I don't know. I think the enforcement of between transitions in between periods will be a nightmare. That's my personal opinion. Having been a teacher in the high school, I also hear what Roxy is saying is the bathroom when they come in. And I think that punishment can be written right there. If you walk into the classroom and your cell phone is in your hand and not back, it goes immediately. I like I've been >> I've been I've been I've been mostly quiet on it because for some reason this really isn't one I get

102all passionate about. But I think what was just said makes a lot of sense to me that you're going to have teachers having to please 70 kids in the hall that have their cell phones out at once. And I also from the other side for a parent, I I can appreciate that Roxy's willing to go tell my kid to pick up a carton of eggs on the way home, but I know my wife probably texts our kids four or five times a day, and if they didn't look at them until, you know, they're running out of the school, it'd be too late for them to do whatever or go to the dentist or whatever that is. Um I' I'd sure like to see that not restricted. just I think it's a big ask on the

103teachers and I actually think it would be inconvenient for um the family life, kids at work, kids that take care of their siblings, etc. I it seems like there's things there where maybe a maybe a baby step would be a better idea, but actually enforce it when they go in the classroom because that that is part that does irritate me is when I kids are told take out your phones to kill some time. I don't like that either. But I've had great my kids have had nothing but great success in Nol's class where she uses phones heavily and that class is past enough pace that they don't get the option of sitting back on Tic Tac Tik Tok after. So that's that's my entirety of my two cents on it, but I wanted to get

104it in there. I was gonna say I think I'm too hung up on them using the phones in the hall because if they're tardy they're tardy after a certain number of tardies catch >> that's not kind of on that I'm sort of like if they do it like it's it's kind of one of those natural consequences type things >> I think from my perspective I think um if it will be a challenge that um will weigh heavy on our teachers um uh And again, like I said, I think, you know, we have the ability to change the culture in the high school. We have the ability to keep stepping this up. Uh what we want is our students to pay attention in class. We want them to be healthy. You don't want them to be

105checking their phones 400 times. Um and you know, so the first step of that to me is, you know, 90 minutes bell to bell, there's no phones. >> And and that to me is a is a really important first step. When she says no phones, she means complete instructional use of that time, >> right? >> Not no phone sitting there doing nothing, >> right? >> Engage kids for the entirety of the class. Little way, >> not 10 minutes. >> The idea is that they be so busy doing it. >> And I would really rather our teachers be working on extending their lesson plans and creating extra activities than writing out kids who live in college. >> Yeah. Like we're all Yeah. >> I know that that's those are the values of this. Absolutely. We wouldn't

106be having these conversations with those bill. Absolutely. >> I was just going to say I agree with what Frank said. I was about to approve this with the language that explicitly states. Do you want to vote on three and you vote on one? >> I don't know. Does anyone have a proposal on or what are your thoughts on some of these rock and everything just kind of go? >> Well, I think fortunately five with Frank u because surprise I'm sure. No, >> you know, I I get what you're saying about teachers doing uh monofilament or something. So, I don't expect that's part of what we're really talking about here. I think you're saying to the kids, we allow we allow you these periods of time to do it and you're uh and which is before

107school, at lunch, and after school. Um, if you say it's okay for you to use it between class soup, you're going to open up a can of worms. It's going to be really make it really difficult for the teachers to manage the time between the start of class and the mid class. Uh, in my opinion, because you're you're you're relaxed. We've already seen this already. It's at the end of the day, it's not as much about what this standard is. It's about applying a a consequence for not following the standard. And I'm I'm sorry to say, but we're not good at that. And the teachers get that landed on them over and over and over to the point where they just stop. Hey, I'm not paid enough money to do this on a consistent basis

108that nobody else cares. I'm not doing um you for me, you just have to have set really clear uh rules and then you have to tell the teachers we're going to we're going to step up to this. can step up to uh if they're doing something in the class like before you say we probably only really can control what they do during class time but if you tell them they're going to do it for 10 minutes in between it's not 10 minutes uh you know it's 20 minutes it's hey I got to I need to go to the bathroom so what do you think I just this is the way things start to get bigger and bigger and bigger pretty soon back out of complete out of compliance. But for me, it's about write a

109strict rule. Do the best you can to monitor between the time they get there in the classroom, time they leave, and uh you know, we'll we'll worry about the rest of it later. I get what you're saying. Make a rule, nobody nobody's going to follow it anyway. But I think you're kind of into that mode anyway. If you say you're going to do 10 minutes, it's going to be a lot more than that eventually. Take a while. >> Yeah. It's like, you know, give it give the give the mouse a cookie. Is that the one glass? There we go. Maybe glasses a little bit. I think having been a high school teacher for 100 years, I think you get our kids exactly what you expect from them. >> And um I think if we nick

110that in the bud, I I think that's where that rule, that consequence starts. If you say you have this honor and this right to use your phone in between classes, you blow that thing, even showing up with it in your hand, making some excuse, it's gone. It It's set up in the rules because somehow there's got to be a burden on those kids to make a decision to do the right thing because it's the right thing to do. And they got to start doing the right thing because it's the right thing to do. And if we're the ones that are always there with the artiller, the huns. Um, and I also hear I understand your side walking. Trust me, I do. But I I just really think sometimes um we we we take them in

111there at freshman. We sent them out at 18 and said, "You're an adult. Go out there and do it." Well, if we're going to make adults out of them, let's let's let them fall on their face a few times. Let's let's hand them some consequences and yank them in because I I think you're going to have parents like Frank, uh maybe other parents out there that are going to be I can't even communicate with my kid now because, you know, we need X, Y, and Z, but we don't have that opportunity anymore because I needed them to have a message at 2:00 and they couldn't get it whatever. I you know I don't know how that plan all play out but I I >> for four years in in middle school >> yeah I I

112figured out I heard that you're absolutely right >> it's it's whatever you want to do it's not at the end of the day it's about this it's not what we say here it's what we do >> yeah and I I I wish I was more that capable make I'm willing to be the bad guy here and you know >> I don't think you'd be a bad guy I think you're >> No I know I know I'm not I'm doing the right thing with these kids whether they like it or not I teenagers >> I had teenagers I've got grandkids that are teenagers I know all about teen >> so we're okay now we're just a bit wanted to say well >> what's that >> you want to say something >> I think the only thing

113I think right now we're in agreement with the 90% of it we're cashing out just quite literally >> asking periods >> so how do we want to do we want to split up the 90 >> we want to go >> just make make your motion to say one or the other >> well we already made motion so >> which way That's what I was trying to gauge because sometimes you don't know which way we're going to lean until we have the discussion and we hear from everybody. >> Well, just just tell us what it is and we can vote on that one. >> I can't. What did you want to say? >> You know, if they must approach this like allowing the eighth grade sports and seeing what happens if we allow that passing period,

114I think you do need to put some sort of consequence strong consequence. >> Yes. I think you do me and say like well what might happen if you know um students continue because like even say not even during asking periods students are going to have a book to class right they're going to have it in their pocket or in their backpack or because you know it's the bathroom thing they're probably doing that you know text right and so I think giving them saying we trust you enough with this period of time but what we're saying is in return you cannot have it in class and I don't know if that means like um I don't know what I don't know how to, you know, because I agree with you about we need to give the

115students like we need to say you have something you're you're getting older and we're giving you a little bit, but how do we also say take advantage of that, you know, because we know they're going to use it anyway, right? The thing is is like you can say zero cell phone and the truth is is that's just not gonna happen. >> Yeah. I think so we kind of talked about this in the beginning too about how they like quantify that, right? Yeah. like it's just going to happen over and over and we tried they tried to tailor the tools so they know well I'm just like you know it's not like just speaking out it's like you brought your cell phone well John you done this 10 times you know now it's time >> but

116I think that's kind of up to them to figure out how to track the appropriate consequence once we decide that this is not time >> yeah because even if we say regardless if we say yes during test time or no during The fact is that what it comes down to is however we decide that are working with schools there's got to be some sort of consequence either way or else we say oh no no no during instructional time and they're filling the consequences probably going to help out and so I think that's going to have to figure out >> what would we do if you like board members so let's just say parent or board member here gets out of control again would this be go directly to Yeah. >> Yeah. >> So, as a

117reminder, you know, if the board comes up with this policy and decides to truly enforce it, it's not really enforced, we can change it a month. We good, but it starts with her. >> Yeah. >> That's her job. >> Yep. That's my job. >> So, we need to be open about it and honest, you know, we're leaning towards having our kids focus on learning. They're in school. That's what we stand for. It's okay. I don't know what. So, you're kind of thinking you're against pass forcing past. >> I am okay with pass. I'm okay. I'm okay with them having it during passing period, but right now it's I think it's a gentle love. I always >> That's where I'm at with passing periods because we're not trying to teach the kids. We are trying to

118teach the kids responsible use. Responsible use is, hey, you got what are the passive periods? Five minutes. You got five minutes every 90 minutes you can use them, you know, and and then they go away for 90 minutes and it comes out. So, you've got that ability to check in really quick, pop back out, and go back into learning um in that passing period. So, I'm right now I'm I'm okay with passing periods, but not in the classroom. >> And then Frank, just to confirm that was your thought as well. >> Yep. Agreed. >> Okay. So right now if we voted on this it has >> it doesn't >> Yes it does. >> It says cell phone use is not permitted to >> so the motion to approve the revisions of policy 3630 cell phones

119and other electronic devices as discussed. That's your motion. So so your motion includes the conversation that you just had which would be pager to earbuds. Yes. No self or sorry pager to earbuds. >> What does that mean? Pager to earbuds. >> Like we're we're taking out the word pager and we're inserting the word earbuds. >> So no earbuds. Okay. Right. So we're going to remove pagers and put in earbuds. Cell phones are going to be allowed during transitions at the high school. And um no cell phones during instructional time unless the teacher has received permission from the principal. >> Yes. >> Okay. So those are those those three things are the as discussed. Okay. >> So that's what you would be voting. >> Okay. I think that seems clear. Does anyone have anything else on

120the board that they'd like to say before? Oh, I'm being by myself. It's okay. Like you know those text comics are >> Yeah. >> Nobody's upset about maybe one >> other than my daughter. >> All right. So that brings us back to a vote. Um all in favor of approving the revision to policy 3630 cell phone and other electronic devices as stated say I. I. I. All oppose. Same sign. >> I >> motion passes 54. Thanks everybody and thank you everybody for coming and writing your feedback. >> Next approval of bus routes for 2026 stops. >> Good evening. Uh right now we're moving forward with the routes how they were last year and part of the reason is we are still missing 5500 students uh bus registrations than last year. Hopefully we get those registrations

121before the board and we can possibly have some of these revised routes. right now for the rest as it is except for EO1 which is the ban that we had um picking up some students out of the Ridge View district and bringing them into Ridge View and right now I'm planning on miles 40 months >> or we have any questions for Scott >> I motion to approve the proposed 25 routes mileage by 49 days for 20 25 >> second motion and a second any public comment any board comment questions and I just figured the first question I had just where the 40 miles come from but I guess that my wife >> no >> is it common to have this missing registration >> um last year the first round we only had about 800 700

122and this first round we got almost a thousand. We sent a message almost the end of June. So, >> okay. >> So, they're trickling in but not that good. >> Okay. >> Anything else for Scott? >> All in favor of approving the bus routes as stated say I. >> I. >> Frank. >> Uh Frank logged off. >> Log off. Okay. All those same time. Motion carries. Oh, >> I'm just checking. We have five. >> Okay. Uh we still motion passes. And now we're back with Scott as a transportation representative. Many representatives similar. >> I move to appoint Scott as representative to the gallant county transportation committee for 2025 2026. I'll second a motion and a second. Any questions for Scott before we approve this? >> Any input? Anybody else find? Those [Music] sound like riveting

123meetings. >> All right. All in favor of freedomly transportation committee representative the state I I post same side motion carries. Thanks Scott. >> Thank you. I guess it consider district attendance agreements for 26. We have a motion move to approve five non-resident student attendance agreements for 2025 2026 school year. >> Have a motion and a second. >> I don't think there's really anything to ask questions about. This is just out of Mr. Clint's written by 10 state. We're not transportation obligations, right? >> There's actually six. So that was a typo. So when you re say >> six obviously, >> sorry, >> it wasn't your fault that you wrote five. >> Um, all right. You want to revise the motion? move to amend my motion >> to uh six students that we provide district for 2025

12426 school year. >> Do I need to reset? >> I will bring it back to your vote. All in favor of approving the district attendance agreements say I >> I post same motion carries five to nothing. Approval of employee handbooks. Do we have a motion to continue? >> Motion to approve 2025 26 35 classified employee handbooks. I motion second public comment on the employee handbooks. Back to the board. Any board comments? I did notice some type of error or something copy on these type issues, but there was just just small. Like I said, >> we'll try to find them. Or if you're not, you give them to find them. I'll circle. >> One of those things I was sitting there looking like, >> oh, >> the new way of this isn't the one you guys

125>> we're not. Yeah, these are pretty um cut and dry from uh >> Okay. Um and when there are a few things we added in um uh movie notification so uh no movies over that are related to G um can be shown unless you have parent permission and you need for change. Shall we vote? >> All in favor of approving the employee handbooks say I. >> I. All oppose. Same sign. Motion carries. Side. Revision of policy 2100 school calendar day. Motion. Motion to approve revisions to policy 2100 school calendar day. I'll second. We have a motion in the second. You want to talk? So the next series of policies are all one that ones that um we've been provided information from both MTSBA and how law with policy revisions due to the laws that just

126passed in legislative session. This one um there's a new law, House Bill 591, that added freedom week to the list of commemorative days um that we celebrate in schools. Um it also updated a little bit the language for Saturday school to say that um Saturday school has to be voluntary. Um and just some clarifications on school fiscal year and extend and school year intersections. Um >> we could do freedom day freedom week on Saturday. >> Well, it's in September. So >> last full week in September. >> Yeah. >> I was I was reading that and I got distracted. What exactly is reading week? It's to celebrate um the traditions of our country or the you know the fact that we are a country >> training time you get you have options to pay. So, um,

127so sometimes people get delegated jobs. Um, Matt is responsible for there's actually eight or nine listed, um, holidays and so we need to, um, determine how we're celebrating at the different levels across the district and you, the board will get an update. >> Thanks, Matt. I still think free. >> Okay. Any other questions for D? >> Was there overlap between American Indian heritage day and freedom week? >> No, it's it includes Washington birthday and American >> Yeah, it's freedom week. It's like bringing it all together. [Music] Let's bring it back to vote. All in favor of the revisions to policy 2100 say I. I. >> I. All same side. Motion carries. Five to no. Policy 2150. Do we have a motion to continue? >> Motion to approve revisions policy 2150 suicide awareness prevention. >> Sorry.

128>> We have a motion and second. Did you want to talk about? >> Sure. 2150 suicide awareness and prevention. Um this revision was based on language from Senate Bill 369. Um the requirements for suicide awareness and prevention um changed from um previous requirements were employees needed two hours of training every five years and they've adjusted that to a minimum of one hour training every three years. Um and the district has to make training available for every employee working directly with students every year. So you would always have the opportunity to do that. We do our principles do a great job of providing training for staff and um folks continue that. >> Okay. Is this something you say anybody that works with students would require like textbook >> any any all employees working directly with students?

129So I guess you have to decide what the legislators were thinking. >> Yeah. I I just wonderful bus drivers training. >> Yeah. No, I think if you I think it's a good idea. >> Personally, we can't do that in this regard. >> We can't. No. >> And so our >> do not help us, you know, help someone get saved because >> a bus driver saw something. It's worth everything. Agree. I'm awesome. >> I got what I'm saying. I'm I'm trying to make the point that we should have this >> Yeah. >> for everybody, not just the in school. >> Okay. >> I guess I didn't ask for public comment. >> Okay. Bring it back to your vote. All in favor of the revision to policy 2150 say I. >> I. All those same sign motion

130carries by. Next we have policy 2335 health enhancement. Motion >> motion to approve revisions policy number 2335 enhancement. >> Sir motion second to say policy has been revised by to comply with requirements or notices parents regarding human sexual language. Any public comments? Any board comments? Back to a vote. Unless you want to say something. >> No. All >> in favor of approving policy 20 through35 say I. I. >> I. Motion carries. Nothing. >> So the next one um I Frank and I had a conversation about it. He had some concerns. So I um and we received information back from MTSBA today, but um so the policy was updated by MTSBA in April 2025. The school district has never adopted this policy. Um it clarifies standards for professional behavior with students when using electronic resources and

131social networking. So it's a policy that basically says, you know, staff can't be texting or engaging with students on social media. that is not connected to some educational purpose. Um, and we are um moving to the parent square um app for our communication so we could track all that and have the ability to to to keep an eye on it. Frank's concern was we live in a community where people are doing multiple things. So we may have a teacher, an elementary teacher who is working with 4 and is texting high school students because that's how they're communicating 4 and so he had some real concerns with this. So um and so we hear that and a lot of requests that you take. >> Wouldn't that be included in the podium? Should it be >> it

132is and we and we have language around you know only using or we put in language around only using art that you know the district approved methods. >> I guess I'll just make a point make a point. Yeah. I >> I think the prank absolutely got a point. I mean, look at it like you said, you know, somebody that's the teacher and also, you know, teaches youth ministry or church and not tax a kid. >> Exactly. >> Okay. So, that's skipped. We'll come back to that. Um, consider adopting policy 8560. Um, we have a motion. Motion to adopt policy 8560 display of lights and manners on district property. >> Motion and second. So this is about HB819 types of lights that can be about that. >> Um you might have seen this in the news.

133>> It's a state law that um says which types of flags can be flown and there's a list in there draft policy. says a brand new policy for the district, brand new law. Um and um so it just clarifies what is permissible. >> Any questions for D on this? >> Did Rocky or Walt second that? >> I >> uh I do wonder like I guess I was trying to figure out maybe I'm not seeing you here. Maybe my eyes are crossed. But I was wondering about I didn't see anything like if an FFA flag and FFA leak is it allowed you know school you know it's not school thing but or school mascot color I guess I'm just wondering is there language in there to allow that or is it blocked off I didn't see

134it in there that's that's where I'm going with this is >> school organizations are they prohibited from flying fly that represents that. >> Yes. >> Does this restriction does not apply to flags recognizing official government entities, law enforcement agencies, military branches, or public service organizations. So, we'll just have to give clarification. And usually, this is how it happens, right? There's a law that rolls out, people start asking questions, our attorneys, NTSBA and Kawa send us clarification. Yes to this, no to this. So, um, we can get clarification on this. >> No, I think we need to go. Um, okay. Any other questions for all in favor of the motion to adopt Paul 560 say I >> I know. So weird. >> It feels like we have to, but this is just one I just don't

135follow. >> No, you can. That's kind of how I was >> following the law and there was writing a policy to match it. >> Okay. I thought that it was a law that we had to follow. I maybe misunderstood. I have a lot of friends. >> It is a law that we have to follow. We got >> I go to the like I said the FFA flag that has been flown on FFA or ever for 125 years and I don't see language allowing that. >> That's fair. >> That seems to be fair. So did you get folks? >> We had Rocky though >> and Joanne was >> I switch. >> Okay. >> Because I didn't understand. I thought there was no um option option. I thought it was down to do it. So I misunderstood

136that. >> So the motion file for you public service organization. >> Yes. they might as poss or you know >> I think we'll look at it >> better >> correct yeah so she'll get clarification and she'll bring it back to us >> are there any other questions that you have >> other flags >> any others >> so when I read it it precludes like an individual teacher from having their own individual decoration in their room as well not just what the school district decides to fly officially. So that's a clarification I like. Is it what if the school is flying officially outside of the school or is it down to? It does say not their apparel, but it's it does not clarify whether they have that. >> I think that one's answered in here. It's

137any property owned, least. >> Okay. >> So yeah, >> if I was to read that could wear article number. >> Yeah. But you could so if somebody complain they could classroom. >> Yeah. >> Okay. And uh last piece is the building name Old City Library. Someone begin with a motion to continue. >> Motion to name the Old City Library to Belgrade School District Learning Center. >> Second. >> A motion and second. Any public comment on the name of the old city library >> Marson just asking are you doing anything with like do we want to carry any of the like tradition of that school name forward into >> an excellent question >> I think a lot of people would appreciate that >> we have a few buildings to name yeah >> that one is already

138named qua >> yeah that one is the >> Thomas B square Which one is >> the city hall? It says on the front Thomas Bqua or something like that. >> What is out of curiosity, what is the city's plan? Will they entertain those names? >> I haven't heard. >> So I guess the motion is to name the library school district learning center. Do you feel that it would be appropriate to rein there any suggestions? >> Well, it sounds like the packing center. >> I will do anything. I just don't want it to be gray scale. I think it would be convincing school district learning center you know with some staff listening it's better but hey >> okay well we did >> certainly what you do is you vote if you don't feel this is a

139good name and then we'll work with you then bring it back because that sound >> so all in favor of approving the building name for the library greatest. >> Oh, I'm sorry, Randy. >> Why do I always miss you? You start >> starting off shach gravity um high school teacher. But um if being in this building isn't pressing, why don't we turn it to our students and get some comments from students >> nice >> and then bring it back down. >> I like that. >> Yeah. >> All right. Anybody else have public comment? Okay. So, just remember if you want don't want this vote no. All in favor of approving the building name for the old city library. Say hi. All those same. We're coming back to you with more suggestions. >> And I believe

140that concludes our meeting. Thank you everybody for [Music] under two hours and 15 minutes. out. So, and basically you have >> like Instagram